Discussant SRHE Symposium "A cross-institutional perspective on merits and challenges of learning gains for Teaching Excellence Framework"
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In the UK, the introduction of the Teaching Excellence Framework (TEF) has increased interest in appropriate and valid measurement approaches of learning gains in Higher Education. Learning gains are defined as growth or change in knowledge, skills, and abilities of learners over time. While the UK government and other organisations like HEFCE expect tremendous opportunities for learning gains to “objectively” measure the value added of higher education across institutions, empirical evidence of the robustness, reliability, and validity of learning gains literature outside the UK is mixed. At SRHE, we will discuss the affordances, lived experiences, and limitations of using different measurements, conceptualisations, and methodologies of learning gains. We aim to set an evidence-based agenda of how HEIs can effectively start to measure and implement notions of learning gains, while at the same time discussing potential limitations and caveats. www.abclearninggains.com @learninggains
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- The document discusses a study that investigated the relationship between EFL learners' motivation and learning strategies in a WebQuest classroom at Chaoyang University of Technology.
- It reviewed literature on WebQuests, motivation, and learning strategies to inform the study.
- The study used quantitative methods like surveys and qualitative methods like interviews to examine the relationship between motivation and learning strategies for EFL learners in a WebQuest course.
Lamar research institute_collaboration_3-22-2013_final
This document discusses a study on graduate students' satisfaction with online teamwork in an educational technology leadership course. The study surveyed 198 graduate students who worked collaboratively in teams to solve a problem-based scenario using technology. Results found high satisfaction with the online teamwork experiences and that respondents reported gaining knowledge and collaboration skills. The study affirms that teamwork and collaboration can positively influence performance. Future studies could gather qualitative data on team interactions and processes and examine attitudes towards collaboration.
An analytical review of the literature on e-feedback
This document analyzes literature on the use of electronic feedback (e-feedback) in education. It reviews 15 sources on topics like the acceptance of e-feedback by students and staff, the types and frequency of e-feedback provided, and the impact of e-feedback on student performance. The analysis identifies themes in the literature around reasons for using e-feedback, motivation for participation, and cautions for integrating it. The document was written by Andrea Neville for an education course at Memorial University and aims to understand e-feedback based on current research.
Assessment & Feedback Literature Review
Presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of recent literature concerning assessment and feedback
Keynote: 7th eSTEeM Annual Conference Critical discussion of Student Evaluati...
1) The document discusses a study examining the relationship between student satisfaction, learning design, and academic performance using data from over 111,000 students across 150+ modules.
2) The study found that student satisfaction had a limited relationship with learning outcomes, while learning design strongly influenced student engagement, satisfaction, and performance. Constructivist and socio-constructivist learning designs positively predicted satisfaction and completion rates.
3) The conclusions recommend improving understanding of students through communication, and interpreting student evaluations as a developmental tool to identify strengths and areas for improvement.
Meaningful Conversations about EdTech: Transforming Student Learning
Co-Presenter: Meaningful Conversations about EdTech: Transforming Student Learning. Professional and Organizational Development (POD) Network 2016, November 10; Louisville, KY.
AI in Education Amsterdam Data Science (ADS) What have we learned after a dec...
The Open University UK (OU) has been implementing learning analytics and learning design on a large scale since 2012. With its 170+ students and 4000+ teaching staff, the OU has been at the forefront of testing, implementing, and evaluating the impact of learning analytics and learning design on students outcome and retention. A range of reviews and scholarly repositories (e.g., Web of Science) indicate that the OU is the largest contributor to academic output in learning analytics and learning design in the world. However, despite the large uptake of learning analytics at the OU there are a range of complex issues in terms of buy-in from staff, data infrastructures, ethics and privacy, student engagement, and perhaps most importantly how to make sense of big and small data in a complex organisation like the OU. During his talk Bart will be presenting on the implementation and learnings.
Using web quests to increase student learning2
The document discusses using WebQuests to help 5th grade students at Hiawatha Elementary School who struggle in social studies classes that use traditional instructional methods. It proposes that a WebQuest could prompt higher-order thinking and help students learn critically by engaging them in transforming knowledge to make it their own. The study will compare student test scores after one unit is taught traditionally and one with a WebQuest, analyzing the results with statistical tests. Findings may show that technological exposure or learning style impacts student success with the WebQuest approach.
Keynote presentation OOFHEC2016: Bart Rienties
Analytics4Action Evaluation Framework: a review of evidence-based learning analytics interventions at the Open University UK
Technology-enabled learning-oriented assessment
The document discusses technology-enabled learning-oriented assessment. It describes how assessment can be designed to promote student learning through iterative tasks that mirror real-world applications, developing student evaluative expertise and feedback literacy. Large classes can utilize peer assessment and technology like online quizzes and audience response systems. Learning analytics and dashboards can provide personalized feedback at scale. Developing student feedback literacy and involving students actively is important. Technology should enhance pedagogy by empowering students and adding value to learning.
How can we engage mathematics ITE students with research?
The document describes two case studies from a teacher education project aimed at promoting research-informed teaching. The first case study enhances student teachers' review of literature in post-graduate studies. The second fosters connections between school-based learning and research on mathematics teaching through collaborative lesson research. Both are informed by Engestrom's expansive learning cycle and aim to stimulate student teachers to use educational research to experiment and innovate teaching. The case studies address tensions in design and implementation and aim to develop student teachers' research literacy.
Data Driven Instrruction
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include using data to provide feedback, prevent over-reliance on standardized tests, and allow schools to be more responsive. Potential disadvantages include misuse of data, teaching to tests, and lack of flexibility.
3. The future of data-driven instruction is depicted as embracing interim assessments and using data in real-time to diagnose student and teacher performance and target interventions accordingly. Administrative use of data for monitoring and accountability
Ces Ed Tech Presentation 5 26
This document summarizes research on using clicker technology in undergraduate education. It finds that clickers can increase student engagement and feedback, though gains in learning are small. The largest learning gains are for students with lower GPAs. Clickers allow for anonymity, immediate feedback, and more implementation options than previous methods. The document also describes a research study that found clicker use significantly increased student engagement over merely asking comprehension questions, though it took clicker users longer to respond to secondary stimuli. It concludes by outlining some challenges to using clickers, such as preparation time and technical issues.
Oral Defense presentation
The document summarizes Dwayne Squires' capstone project for his master's degree. It discusses using handheld technology like graphing calculators to help middle school students with graphing, analyzing, interpreting, and communicating math and science data. It outlines the needs analysis, instructional objectives and strategies, technology used, and formative evaluation results which showed the need for some minor revisions. The goal is for students to increase their ability to make inferences from data and communicate scientific procedures and explanations.
What's hot (20)
22 January 2018 HEFCE open event “Using data to increase learning gains and t...
22 January 2018 HEFCE open event “Using data to increase learning gains and t...
Keynote EARLI SIG17 The power of learning analytics: a need to move towards n...
Keynote EARLI SIG17 The power of learning analytics: a need to move towards n...
Enhancing (in)formal learning ties in interdisciplinary management courses: a...
Enhancing (in)formal learning ties in interdisciplinary management courses: a...
ASCILITE Webinar: A review of five years of implementation and research in al...
ASCILITE Webinar: A review of five years of implementation and research in al...
Learning Design and Analytics in Learning and Teaching: The Role of Big Data
Learning Design and Analytics in Learning and Teaching: The Role of Big Data
Lamar research institute_collaboration_3-22-2013_final
Lamar research institute_collaboration_3-22-2013_final
An analytical review of the literature on e-feedback
An analytical review of the literature on e-feedback
Keynote: 7th eSTEeM Annual Conference Critical discussion of Student Evaluati...
Keynote: 7th eSTEeM Annual Conference Critical discussion of Student Evaluati...
Meaningful Conversations about EdTech: Transforming Student Learning
Meaningful Conversations about EdTech: Transforming Student Learning
AI in Education Amsterdam Data Science (ADS) What have we learned after a dec...
AI in Education Amsterdam Data Science (ADS) What have we learned after a dec...
How can we engage mathematics ITE students with research?
How can we engage mathematics ITE students with research?
Similar to Discussant SRHE Symposium "A cross-institutional perspective on merits and challenges of learning gains for Teaching Excellence Framework"
Personal Digital Inquiry: Connecting Learners in Ways That Matter
Julie Coiro & Jill Castek: Framing Keynote to the Summer Institute in Digital Literacy 2017 at the University of Rhode Island
Implications of the student learning journey for teaching
This document outlines implications for teaching based on student learning theories. It discusses three key issues that can hinder the student learning journey: 1) disconnected curriculum design, 2) overemphasis on content knowledge over concepts, and 3) lack of authentic student engagement. To address these, the document recommends curriculum design that connects learning across courses, focusing more on teaching concepts than content, and increasing formative assessment and student-led intellectual activities. It argues this shifts learning from a transmission model to a social constructivist model that better facilitates students' intellectual development.
Academic Honesty in the Digital Age
Mick Purcell, Principal at the Edubridge International School, Mumbai, delivered this breakaway session, entitled, Academic Honesty in the Digital Age, during our Leadership Conference, 2014.
Academic honesty in the digital age sept 2014
This document summarizes a presentation on promoting academic honesty in international schools. It discusses how schools should focus on prevention over punishment by explicitly teaching students skills like citation. Teachers also need training to avoid common mistakes. While cheating is a significant problem, schools can reduce plagiarism through lessons on topics like bibliographies. The presentation emphasizes starting early by integrating academic honesty into curriculum and involving students, teachers, and parents.
Who cares? 2016 GCP Collaboratory Plenary
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Project-Based Learning for Theory of Knowledge (TOK)
A project helping TOK students learn about the challenges of designing measurement systems in the human sciences.
What's a Library to Do? Transforming the One-Shot Library Workshop for the Ne...
Cornell University Library invited me to do a workshop for them on <a href="http://www.tc.umn.edu/~jveldof/WorkshopDesign/">creating one-shot library workshops</a>. These are the remarks I made in another session for their Library Assembly prior to the workshop.
Evolving the Loop: How ePortfolios drive a 21st century learning college
This document discusses evolving assessment practices at Guttman Community College, including increasing emphasis on ePortfolios and core competencies. It outlines new general education competencies in areas like inquiry/problem solving, integrated learning, and digital communication. Faculty are developing ePortfolio assignments and rubrics to explicitly teach and assess these competencies. Periodic program reviews also evaluate competency achievement. The occupational therapy assistant program example shows how ePortfolios can integrate assignments, map curricula to competencies, and facilitate longitudinal student reflection on professional growth.
Academic honesty in the digital age march 2014
This document discusses promoting academic honesty in schools. It emphasizes focusing on promoting honesty rather than punishing dishonesty. The most important factor is students valuing integrity. Students must be explicitly taught to value honesty and how to practice it digitally. Practical tips are provided on creating a culture of honesty, including discussing it from a young age. Teachers must learn citation skills. Strategies are presented for integrating honesty into the curriculum, including examples of successful methods. The best online tools are presented, along with tips for various stakeholders. There is discussion of academic honesty's importance and links to other concepts.
Nais2 10presentation 100301185336 Phpapp02[1]
The document discusses the gap between the skills students are being taught in schools versus the skills needed for careers, college, and citizenship in the 21st century. It identifies seven key survival skills and proposes moving from an education focused on academic content mastery to one focused on competency in critical thinking, problem solving, collaboration and other skills. It provides examples of steps schools can take to assess and improve instruction in these skills.
Tony Wagner NAIS presentation
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like interdisciplinary teaching, project-based learning, internships and digital portfolios to better prepare students for careers, college and citizenship. Resources are provided for further information.
Tony Wagner NAIS presentation
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like project-based learning, digital portfolios and internships to better prepare students for future careers and citizenship. Resources are provided for further information.
Change Leadership In Education
1. The document discusses creating knowledge-generating school cultures through change leadership in education. It outlines challenges in today's changing world and how schools need to adapt instruction to focus on rigor, relevance, and relationships.
2. Key ideas presented include understanding the skills needed in today's knowledge economy, using data to improve teaching, and developing a shared vision of excellent instruction. The "seven disciplines of instruction" framework is introduced to strengthen teaching practices.
3. Creating knowledge-generating school cultures requires developing collaborative communities focused on continuous learning and generating new solutions, rather than isolated compliance. School leaders must model desired behaviors and facilitate improvement of teaching.
Surprisingly simple strategies to engage students in complex learning
This document outlines strategies for engaging students in complex learning. It discusses the challenges of mass higher education, market pressures, modularization of courses, and emphasis on metrics. It then presents three strategies - reading and writing, research-informed teaching, and renewing teaching through relationships. Specific tactics are provided, such as formative blogging to encourage academic reading, incorporating student research into course design, and peer practice exchanges to refresh teaching approaches. The goal is to make complex learning more accessible to a diverse student population.
Tony Wagner: The Global Achievement Gap
This document summarizes Tony Wagner's presentation on the skills needed for the 21st century and reforming education. Wagner argues that schools need to teach critical thinking, collaboration, communication and other skills instead of focusing only on academic content. He proposes assessing these skills through exams, portfolios and projects. Wagner also stresses the need for teachers to work as teams and use new teaching methods like video lessons and digital portfolios. Overall the document advocates for reinventing education to prepare students with the skills required for modern work and citizenship.
Nais presentation
This document discusses the need to improve education to better prepare students with the skills required for the 21st century, such as critical thinking, problem solving, collaboration and digital literacy. It notes a "global achievement gap" between the skills schools are teaching versus what students need for future careers, college and citizenship. The document advocates reforming education to focus less on memorization and more on exploring new ideas, mastering competencies through project-based learning, and assessing students' skills through portfolios instead of standardized tests. It provides examples of schools that are reinventing themselves to meet these new challenges.
Introduction to Personal Digital Inquiry in Grades K-8
The document discusses strategies for fostering comprehension and engagement through digital inquiry, including coming to a shared understanding of important terms like online reading comprehension and personal digital inquiry, intentionally designing learning opportunities and choosing technologies to support inquiry, and building a classroom culture that values inquiry. It also explores how to empower students at varied levels of inquiry from modeled to open-ended.
JTC May 2013 - Flexible Pathways Session
This document summarizes a JTC event from May 2013 focused on inclusive education and the role of technology. It discusses creating universally designed learning environments and flexible pathways for students through innovative uses of technology. School jurisdictions agreed to implement a research project exploring assistive technology and inclusive practices. The purpose is to better understand how to support learner participation and achievement for diverse students through technology and pedagogy. A developmental evaluation approach will be used to understand contexts and iteratively inform the initiative.
HE Course and Module Evaluation Conference - Kate Little
The document discusses moving from a consumerist model of student feedback to a partnership model where students are engaged as co-creators in the learning process. It advocates for surveys to be embedded within broader student representation and engagement, with students and staff jointly responsible for identifying issues, developing solutions, and implementing changes. Case studies from Gloucestershire and Glasgow universities demonstrate iterative evaluation processes where student feedback directly impacted module improvements. Principles for research emphasize empowering students and staff to work together towards a shared quality agenda through open access to information and ensuring feedback leads to timely actions and solutions developed in partnership.
How learning gains and Quality Assurance are (mis)Aligned: An Interactive Wor...
In the last five years there is an increased interest across the globe to define, conceptualise, and measure learning gains. The concept of learning gains, briefly summarised as the improvement in knowledge, skills, work-readiness and personal development made by students during their time spent in higher education, has been hailed by some as an opportunity to measure “excellence” in teaching. However, whether learning gains could be useful for quality assurance can be debated. This interactive workshop aims to provide an open platform to
discuss the opportunities and limitations of learning gains for quality assurance.
Similar to Discussant SRHE Symposium "A cross-institutional perspective on merits and challenges of learning gains for Teaching Excellence Framework" (20)
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Implications of the student learning journey for teaching
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What's a Library to Do? Transforming the One-Shot Library Workshop for the Ne...
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Evolving the Loop: How ePortfolios drive a 21st century learning college
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Introduction to Personal Digital Inquiry in Grades K-8
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HE Course and Module Evaluation Conference - Kate Little
HE Course and Module Evaluation Conference - Kate Little
How learning gains and Quality Assurance are (mis)Aligned: An Interactive Wor...
How learning gains and Quality Assurance are (mis)Aligned: An Interactive Wor...
More from Bart Rienties
Applying and translating learning design and analytics approaches in your ins...
This interactive workshop delivered by the University of Zagreb, Faculty of Organisation and Informatics (UZ) and the Open University UK (OU) will build on two large-scale implementations of learning design and learning analytics, and how you could potentially implement similar approaches in your institution. The OU has been implementing learning design for nearly 20 years as a structured design, specification, and review process for blended and online courses. The learning design is focused on "what students do" as part of their learning, rather than on "what teachers do" or on what will be taught.
Building on this work, UZ has recently developed the Balanced Design Planning (BDP) tool specifically for educators working in hybrid and blended contexts. The tool is more focused on intended learning outcomes and automated learning analytics and is currently being developed, tested, evaluated and implemented with 1000+ practitioners from dozens of institutions in 20+ countries as part of four European projects (eDesk, Teach4EDU, RAPIDE, iLED), and is publicly available for other institutions to use for free. It has been shown by studies conducted by OU and UZ that when these learning design (LD) approaches are used, they help educators to make real-time informed decisions based on learning analytics (LA) and improve the predictive modelling of student behaviour.
Attendees should bring their laptop for this workshop session.
Bart Rienties, Professor in Learning Analytics, Institute of Education Technology, The Open University
Keynote Presentation: Implementing learning analytics and learning design at ...
The University of the Roller Coaster
How can Higher Education function in a world struggling to save itself from climate change, pandemics and war? How can it drive innovation and shape the future as the pace of technological change constantly increases? How can it re-invent itself to respond imaginatively to the new challenges facing humanity?
We are living in an uncertain, unpredictable world with no “back to normal” any more. So, how can we re-imagine higher education when nothing can be taken for granted? What kind of technologies can help universities to adapt? What lessons can we learn from recent successes and failures? What 'best practice' examples point the way into the future? How can we shape the development of institutions, so that they are neither “ivory towers” nor “competence factories"? How can we encourage future-oriented universities in which both pedagogy and research are fit for the challenges ahead?
In the Academic Plenary, our experts will examine the threats and opportunities facing higher education today and ask how we can design new approaches that prepare staff and students to thrive in the University of the Roller Coaster.
Edutech_Europe Keynote Presentation: Implementing learning analytics and lear...
This keynote will help you:
-Understand where to start with learning analytics
-Understand how to effectively support your staff to use data
-Critically review whether learning analytics is something for your organisation
https://www.terrapinn.com/exhibition/edutech-europe/speaker-bart-RIENTIES.stm
How can you use learning analytics in your own research and practice: an intr...
While many “brick-and-mortar” universities had to rapidly shift online provision during the pandemic, a range of online and distance learning universities have been teaching in blended and online formats for years. Obviously with every single click potentially interesting data might become available about how and perhaps why learners are engaging with learning materials and activities. A blossoming field of learning analytics has emerged since 2011 trying to make sense of these increased data flows. The Open University UK (OU) has been trailblazing innovative learning across the globe for 50 years. Since 2014 the OU has gradually moved from small-scale experimentation to large-scale adoption of learning analytics throughout all 400+ modules and qualifications available within the OU for its 170.000+ online learners.
This keynote will explore how you as researcher, practitioner, and/or policy maker could start to use learning analytics to better understand your educational practice. Using examples from small-scale experiments and large-scale adoptions of predictive learning analytics I will explore together with EDEN RW participants which approaches and methods in learning analytics might be useful to consider. No prior knowledge or experience of learning analytics is expected, and join me on a journey of how you could potentially use data from your learners and teachers to further improve and finetune your blended and online provision.
Dr. Bart Rienties is Professor of Learning Analytics and programme lead of the learning analytics and learning design research programme at the Institute of Educational Technology at the Open University UK. He leads a group of academics who provide university-wide learning analytics and learning design solutions and conduct evidence-based research of how students and professionals learn. His primary research interests are focussed on Learning Analytics, Professional Development, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects, and has received a range of awards for his educational innovation projects. He has published over 285 academic outputs, and is the 2nd most published author on Networks in Education in period 1969-2020 (Saqr et al. 2022), the 3rd most cited author on higher education internationalisation in Asia in the period 2013-2018 (Can & Hou, 2021), the 4th most cited author and contributor in Learning Analytics in the period 2011-2018 (Adeniji, 2019), the 5th most published author on internationalisation in the period 1900-2018 (Jing et al. 2020) and the 7th most published author on social network analysis in social sciences in the period 1999-2018 (Su et al. 2020), and the 14th most published author on educational technology in the period 2015-2018 (West & Bodily, 2020).
SAAIR: Implementing learning analytics at scale in an online world: lessons l...
Workshop objectives:
Explore how institutions like Open University UK have implemented learning analytics at scale. Workshop activities:
Presentation from the facilitator and interactive with questions via pollev, chat, and Zoom. Facilitator biography:
Dr. Bart Rienties is Professor of Learning Analytics and programme lead of the learning analytics and learning design research programme at the Institute of Educational Technology at the Open University UK. He leads a group of academics who provide university-wide learning analytics and learning design solutions and conduct evidence-based research of how students and professionals learn. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Professional Development, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects, and has received a range of awards for his educational innovation projects. He has published over 250 academic outputs, and is the 4th most cited author and contributor in Learning Analytics in the period 2011-2018 (Adeniji, 2019), the 5th most published author on internationalisation in the period 1900-2018 (Jing et al. 2020) and the 3rd most cited author on higher education internationalisation in Asia in the period 2013-2018 (Can & Hou, 2021), the 7th most published author on social network analysis in social sciences in the period 1999-2018 (Su et al. 2020), and the 14th most published author on educational technology in the period 2015-2018 (West & Bodily, 2020). More info at https://iet.open.ac.uk/people/bart.rienties
OU/Leverhulme Open World Learning: Knowledge Exchange and Book Launch Event p...
This online event will be a showcase of leading research in the field of open learning, conducted by Doctoral Scholars of The Open University and Leverhulme Trust’s Open World Learning programme, whose work is being recognised with the launch of a new open-access Open World Learning Book.
The event will feature an opening panel discussion on the achievements of our Doctoral Scholars, a collection of themed break-out sessions where scholars will share their research studies and their social impacts, and close with a roundtable where our scholars will consider the future of open learning.
Learning in the 21st century is undergoing both subtle and radical transformation due to the impact of digital, innovative, network technologies. Open learning provides unprecedented access to educational information, providing support to learners worldwide. However, it is not the technologies themselves that represent the biggest change, but the opportunities for access to formal and informal learning.
The Open World Learning programme has been funded by the Leverhulme Trust and The Open University to provide 18 Scholars the opportunity to identify changes in open learning which may exclude, rather than include those who would most benefit. Despite technological advancements, the main challenges to open learning are access-related. Our Open World Learning Scholars have been researching the barriers to access for those whose experiences open learning can benefit most and addressing issues where possible.
Hosted by Professor Bart Rienties, Programme Lead of the Open World Learning programme at the OU's Institute of Educational Technology, this two-hour event will provide a knowledge exchange platform to learn from our Open World Learning Doctoral Scholars and celebrate their exceptional achievements with the Open World Learning Book Launch.
We hope you join us and register to attend our free event. Follow us on the IETatOU Twitter and visit the IET website where a series of digital and social content will be shared highlighting the work of our Open World Learning scholars.
Visit us here: https://iet.open.ac.uk | https://twitter.com/ietatou
Keynote Learning & Innovation Maastricht University
The document discusses lessons learned from implementing learning analytics and learning design at scale over 10 years at the Open University UK. Some key points:
1. Change is slow but can be enhanced with clear senior support, bottom-up support from teachers, and evidence-based research to change perspectives.
2. Both predictive learning analytics since 2013 and learning design since 2005 have provided insights but their impact is often forgotten or underestimated.
3. Factors like faculty engagement, teachers as champions, evidence generation, and digital literacy were critical to successfully implementing predictive learning analytics at scale.
4. Research has found learning design provides important context for learning analytics and can improve courses by closing the loop between design and enhanced learning
Education 4.0 and Computer Science: A European perspective
This systematic literature review aimed at identifying the pedagogical approaches, aligned with Education 4.0, used to support teaching computer science courses with undergraduate and graduate students in Europe. A three-step coding process was conducted to identify and analyse 20 papers. Quantitative and qualitative analysis of the selected papers revealed a three-cluster solution with common characteristics that could be used to describe those pedagogical approaches. The review also showed that the term Education 4.0 is still relatively new and has not been conceptualised in terms of computer science courses, although the characteristics of Education 4.0 are visible throughout the pedagogical approaches.
Bart Rienties, Rebecca Ferguson, Christothea Herodotou, Francisco Iniesto, Julia Sargent, Igor Balaban, Henry Muccini, Sirje Virkus
Keynote Data Matters JISC What is the impact? Six years of learning analytics...
The Open University (OU) was an early adopter of learning analytics, and after six years has had the opportunity to reflect on the impact of large scale adoption across the institution.
Has there been an impact on student retention/progress/completion?
How are the positives (or negatives) reflected in student satisfaction surveys?
What worked, what didn't, and with this benefit of hindsight what is, or should be, next?
What have we learned from 6 years of implementing learning analytics amongst ...
By Professor Bart Rienties, Head of Academic Professional Development, Institute of Educational Technology, The Open University, UK
Abstract
The Open University UK (OU) has been implementing learning analytics since 2014, starting with one or two modules to its current practice of large-scale implementation across all its 400+ modules and 170.000+ students and 4000+ teaching staff. While a range of reviews (e.g., Adenij, 2019) and scholarly repositories (e.g., Web of Science) indicate that the OU is the largest contributor to academic output in learning analytics in the world, behind the flashy publications and practitioner outputs there are a range of complex issues in terms of ethics and privacy, data infrastructures, buy-in from staff, student engagement, and how to make sense of big data in a complex organisation like the OU.
Based upon large-scale big data research we found some interesting tensions in both design and educational theory, such as:
– 69% of engagement by students on a week by week basis is determined by how teachers are designing courses (i.e., learning design and instructional design indeed directly influence behaviour and cognition), but many teachers seem reluctant to change their learning design based upon data of what works and what does not work (e.g., making sense of data, agency);
– How teachers engage with predictive learning analytics (PLA) significantly improves student outcomes, but only a minority of teachers actually use PLA;
– Some disadvantaged groups engage more actively in OU courses, but nonetheless perform lower than non-disadvantaged students.
During this CELDA keynote I would like to share some of my own reflections of how the OU has implemented learning analytics, and how these insights are helping towards a stronger evidence-base for data-informed change. Furthermore, by sharing some of the lessons learned from implementing learning analytics on a large scale I hope to provide some dos and don’ts in terms of how you might consider to use data in your own practice and context.
Using Learning analytics to support learners and teachers at the Open University
In this seminar Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be in these Covid19 times.
https://www.kent.ac.uk/cshe/news-events.html
Using student data to transform teaching and learning
This document summarizes a webinar given by Dr. Bart Rienties on using student data and learning analytics to transform teaching and learning. Some key points:
- Learning analytics aims to measure, collect, analyze and report data about learners to understand and optimize learning. Social learning analytics focuses on how learners build knowledge together.
- The Open University has been a world leader in collecting and analyzing large-scale student data to provide actionable insights for students, teachers, and institutional benefit. Studies have shown the importance of linking learning analytics outcomes to student satisfaction, retention, and learning design.
- Practitioners want learning analytics solutions that are integrated across an entire learning journey from initial inquiry through modules to
Lecture series: Using trace data or subjective data, that is the question dur...
In this lecture series Bart Rienties (Professor of Learning Analytics, head of Academic Professional Development) will discuss how from the safety of your home you could use existing trace data to explore interactions between people (e.g., Twitter data, engagement data in a virtual learning environment, public data sets), and what the affordances and limitations of these trace data might be. Furthermore, he will discuss how other ways of collecting subjective data (e.g., surveys, interviews) might strengthen our understandings of complex interactions between people.
There are no prior requirements to join, and everyone is welcome. For those with a technical background you may enjoy this recent paper in PLOS ONE https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0233977. For those with a non-technical background, you may enjoy this paper https://journals.sfu.ca/flr/index.php/journal/article/view/348
How to analyse questionnaire data: an advanced session
This document outlines an advanced workshop on analyzing questionnaire data. The objectives are to familiarize participants with psychometric and linguistic techniques for analyzing questionnaire data, including computing constructs, factor analysis, reliability, validity, and advanced statistical techniques. It discusses what a questionnaire is, the questionnaire design process, strengths and limitations of questionnaires, and provides case studies on using questionnaires to measure constructs like academic motivation and student adjustment. The document provides information on collecting questionnaire data, checking reliability and validity, and using statistical analyses to test hypotheses and predict outcomes.
Questionnaire design for beginners (Bart Rienties)
This document provides an introduction to questionnaire design. It discusses the objectives of using questionnaires which are to understand why they are used, the process of constructing them, and key features of good question design. It also covers strengths and limitations of questionnaires, the survey process, maximizing response rates, and types of questions. The document aims to provide guidance on best practices for designing and implementing effective questionnaires.
Learning analytics adoption in Higher Education: Reviewing six years of exper...
The document summarizes a webinar by Dr. Bart Rienties on his work implementing learning analytics at scale at the Open University over the past 6 years. Some key points:
1. The Open University is a world leader in collecting and analyzing large-scale student data to provide actionable insights for students and teachers.
2. Analytics4Action supports the university-wide approach to learning analytics and provided insights into interventions for students and modules.
3. Iterative use of learning analytics establishes the need for student and module interventions, with faster feedback loops leading to better outcomes.
4. Legal, ethical and privacy challenges around learning analytics interventions must be addressed, including student consent and transparency.
«Learning Analytics at the Open University and the UK»
In this seminar, Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be.
eMadrid seminar on «Review and challenges in Learning Analytics»
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Ludwig-Maximilians-Universität München
Fakultät für Psychologie und Pädagogik
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Bart Rienties, Open University, United Kingdom; Jenna Mittelmeier, University of Manchester, United Kingdom; Jo Jordan,
Open University, United Kingdom; Jekaterina Rogaten, Open University, United Kingdom; Ashley Gunter, UNIVERSITY OF
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Chapter 5
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Discussant SRHE Symposium "A cross-institutional perspective on merits and challenges of learning gains for Teaching Excellence Framework"
- 1. Discussion: A cross-institutional perspective on merits and challenges of learning gains for Teaching Excellence Framework Bart Rienties https://twitter.com/LearningGains https://abclearninggains.com/ The results of the ABC project were made possible due to Jekaterina Rogaten, Bart Rienties, Simon Cross, Ceri Hitching, Ian Kinchin, Simon Lygo-Baker, Allison Littlejohn, Ian Scott, Rhona Sharpe, Steve Warburton, and Denise Whitelock. Please contract Jekaterina.rogaten@open.ac.uk if you want to know more about ABC learning gains
- 2. Learning gains is a complex topic
- 3. Learning gains is a complex topic
- 4. Learning gains: different conceptualisations • Conceptualisation of learning gains substantially different across the five papers • From private vs public • From affective to cognitive • From during a degree until employment • From student or staff perspective
- 5. Learning gains: different methods and approaches • Qualitative • Interviews (Paper 1, 4, 5) • Sorting exercise (Paper 4) • Personal reflections (Paper 1) • Quantitative (Paper 3, 2) • (Affective) survey instruments (Paper 3) • Grades/degree outcomes (Paper 3, 2) • Different level of analysis • Thematic analysis • Semi-structured interviews • ANOVA/correlations (Paper 3) • Regressions and Multi-level modelling (Paper 3, 2) • Longitudinal (Paper 2, 3, 5) • Randomised Control Trials (Paper 5) vs convenience sampling
- 6. Do we need fine-grained techniques? • “I learned nothing in College. Ok, ok, maybe that’s an exaggeration. I learned some things in college. I learned that I can’t stomach cheap beer; I’d rather play drinking games with a box of wine. I learned what kind of guys I should never date again. I learned how to live with kids my own age and quite frankly I do best living alone. Most importantly, I met two English professors who had a huge impact on my life, who taught me not just how to write but also to believe in myself. Meeting them made my college years worth it. For the most part, as I reflect on my undergraduate experience, I feel that it was a colossal waste of time. http://www.huffingtonpost.com/sarah-rose-attman/i-learned- nothing-in-coll_b_5606640.html. (Hughes, Paper 1)
- 7. Do we need multi-level analysis? • “[A] limitation of [common learning gains approaches] is that general linear models are based on the assumption that observed data of one student are independent of observed data of another. This assumption is not true in situations where students from the same discipline, identical module, and same university have similar experiences (e.g., easy assessment in week 1, difficult assessment in week 6, and moderately hard final assessment in week 15) which means the variance in their scores are not independent and are linked. This means that simple linear models to measure learning gains may provide inaccurate and misleading outcomes.” (Rogaten et al., paper 2)
- 8. Need for coherence: questions to authors • Which learning gains? • Can we develop a common, shared perspective of what learning gains are? • How to measure learning gains? • What approaches and measurements are appropriate for capturing and measuring learning gains? • From apples to oranges to busses and e-cigarettes • How are we going to take into consideration individual differences (e.g., prior qualifications, socio-economic) and learning design differences (e.g., different assessments, support structures) when comparing learning gains? • How are we going to compare learning gains across different disciplines, contexts, and universities?
- 9. Discussion: A cross-institutional perspective on merits and challenges of learning gains for Teaching Excellence Framework Bart Rienties https://twitter.com/LearningGains https://abclearninggains.com/ The results of the ABC project were made possible due to Jekaterina Rogaten, Bart Rienties, Simon Cross, Ceri Hitching, Ian Kinchin, Simon Lygo-Baker, Allison Littlejohn, Ian Scott, Rhona Sharpe, Steve Warburton, and Denise Whitelock. Please contract Jekaterina.rogaten@open.ac.uk if you want to know more about ABC learning gains
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